Design Principles for the Construction of Interactive Simulations: A Case Study Analysis

PDF (ελληνικά)
Published: Apr 17, 2026
DOI: https://doi.org/10.12681/codiste.9816
Keywords:
interactive simulations simulation development design principles
Michail Stefanis
Aristotle University of Thessaloniki
Eleni Petridou
Aristotle University of Thessaloniki
https://orcid.org/0009-0009-4195-9385
Anastasios Molohidis
Aristotle University of Thessaloniki
https://orcid.org/0000-0002-5710-8499
Abstract

Interactive simulations are being increasingly integrated into the educational process, contributing significantly to the development of scientific and experimental thinking. Although they offer well-documented advantages, they are also accompanied by specific limitations when compared to the execution of real laboratory experiments. This study applies original design principles to the development of three interactive simulations focusing on the phenomena of buoyancy, pendulum oscillation, and the photoelectric effect. Emphasis was placed on the potential of these simulations to mitigate certain disadvantages relative to traditional laboratory activities, fostering open-ended exploration by enabling the manipulation of a wider range of variables, and promoting experimental skills through the deliberate incorporation of measurement errors.

Article Details
  • Section
  • Προφορικές Ανακοινώσεις
Downloads
Download data is not yet available.
References
Adams, W. K., Reid, S., LeMaster, R., McKagan, S. B., Perkins, K. K., Dubson, M., & Wieman, C. E. (2008). A study of educational simulations part I-Engagement and learning. Journal of Interactive Learning Research, 19(3), 397-419. https://www.learntechlib.org/p/24230
Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Physical Review Physics Education Research, 17(2), 023108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108
Banks, J., Carson, J., Nelson, B., & Nicol, D., (Επιμ.). (2010). Discrete-event system simulation (5η εκδ). Prentice Hall. ISBN: 978-0136062127
Cooper, G. (1990). Cognitive load theory as an aid for instructional design. Australasian Journal of Educational Technology, 6(2). https://doi.org/10.14742/ajet.2322
De Jong, T., & Van Joolingen, W. R. (1998). Scientific Discovery Learning with Computer Simulations of Conceptual Domains. Review of Educational Research, 68(2), 179–201. https://doi.org/10.3102/00346543068002179
Garett, R., Chiu, J., Zhang, L., & Young, S. D. (2016, July 1). A literature review: Website Design and User engagement. https://pmc.ncbi.nlm.nih.gov/articles/PMC4974011/
Lancaster, K., Moore, E. B., Parson, R., & Perkins, K. K. (2013). Insights from Using PhET’s Design Principles for Interactive Chemistry Simulations. Στο ACS symposium series (σσ. 97–126). https://doi.org/10.1021/bk-2013-1142.ch005
Olympiou, G., & Zacharia, Z. C. (2012). Blending physical and virtual manipulatives: An effort to improve students’ conceptual understanding through science laboratory experimentation. Science Education, 96(1), 21–47. https://doi.org/10.1002/sce.20463
Önder, F., & Önder, E. B. (2018). Teaching Photoelectric Effect with Simulation Supported Inquiry Based Activity. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 57–73. https://doi.org/10.17679/inuefd.318023
Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017
Srisawasdi, N., & Panjaburee, P. (2015). Exploring effectiveness of simulation-based inquiry learning in science with integration of formative assessment. Journal of Computers in Education, 2(3), 323–352. https://doi.org/10.1007/s40692-015-0037-y
Teo, H., Oh, L., Liu, C., & Wei, K. (2003). An empirical study of the effects of interactivity on web user attitude. International Journal of Human-Computer Studies, 58(3), 281–305. https://doi.org/10.1016/s1071-5819(03)00008-9
van Berkum, J.J.A., & de Jong, T. (1991). Instructional environments for simulations. Education and Computing, 6(3–4), 305–358. https://doi.org/10.1016/0167-9287(91)80006-J
Wen, C.-T., Liu, C.-C., Chang, H.-Y., Chang, C.-J., Chang, M.-H., Fan Chiang, S.-H., Yang, C.-W., & Hwang, F.-K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers & Education, 149, 103830. https://doi.org/10.1016/j.compedu.2020.103830
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Science, 322(5902), 682-683. https://doi.org/10.1126/science.1161948
Wong, A., Leahy, W., Marcus, N., & Sweller, J. (2012). Cognitive load theory, the transient information effect and e-learning. Learning and Instruction, 22(6), 449–457. https://doi.org/10.1016/j.learninstruc.2012.05.004
Yin, Y., Tomita, M. K., & Shavelson, R. J. (2008). Diagnosing and Dealing with Student Misconceptions: Floating and Sinking. Science Scope, 31(8), 34–39. https://eric.ed.gov/?id=EJ790452